Rational Coaching:

A cognitive behavioural approach1

Stephen Palmer

Rational Coaching is based on the Rational Emotive Behavioural Approach developed by Albert Ellis. It is
suitable for personal/life, performance, executive and health coaching. This paper covers the basic theory
and practice of Rational Coaching and includes the ABCDEF coaching framework for assessment and
intervention.

Keywords: Albert Ellis, Rational Coaching, Rational Emotive Behavioural Approach, ABCDEF
model, inference chaining, B-C connection, bibliotherapy.

ATIONAL COACHING is a shortened without being integrated. Rational coaching

R title for the full name: Rational Emotive

Behavioural Coaching (REBC). Rational
Coaching has been developed over the past
two decades (see Neenan & Palmer, 2001a, b)
and was influenced by a combination of
Rational Emotive Behavioural Therapy
(REBT) (Ellis, 1962, 1994), Rational Effec-
tiveness Training (Ellis & Blum, 1967;
DiMattia & Mennen, 1990) and other adap-
tations of REBT to the workplace (e.g. Ellis,
1972; Dryden & Gordon, 1993; Palmer &
Burton, 1996; Palmer, 1995a, b; Richman,
1993). In the UK Cognitive Behavioural
Coaching which has developed is based on an
integration of the Rational Emotive Behav-
ioural and the Cognitive Behavioural
approaches, strategies and techniques (see
Palmer & Szymanska, 2007). Theorists can
readily recognise the Rational Emotive
Behavioural Approach in the early cognitive
behavioural coaching literature (e.g. Neenan
& Palmer, 2001a; Neenan & Dryden, 2002)
and the distinctions between them have been
illustrated (Palmer & Gyllensten, 2008). This
integration probably is due to the main devel-
opers of Cognitive Behavioural Coaching
being trained and accredited practitioners in
both approaches. However, like Cognitive
Behavioural Coaching, the Rational Emotive
Behavioural Approach can be used effectively
is particularly useful for enhancing perform-
ance, reducing stress and increasing
resilience.
Basic theory and practice
If the coachee presents with a practical issue
or problem that does not necessitate a
psychological intervention then a practical
problem solving or solution focused model is
used such as the PRACTICE framework (see
Palmer, 2007, 2008). Otherwise, similar to
Rational Emotive Behaviour Therapy,
Rational Coaching focuses on the assessment
and subsequent disputation and modifica-
tion of four key types of irrational beliefs
which Ellis (1994) asserts are based on rigid,
absolutist, dogmatic, goal-blocking, unem-
pirical, illogical and unhelpful thinking.
These beliefs are at the core of poor psycho-
logical and behavioural performance in both
personal and work life settings.
1. Demands are made upon ourselves,
others and the world. They are absolutist
and generally consist of must, should,
ought, got to, have to statements, e.g.
I must perform well or Youve got to
help me.
And three major derivatives which Ellis
(1994) hypothesised followed on from the
demand:

1 This article is dedicated to Albert Ellis, the pioneer who developed the Rational Emotive Behavioural Approach.

12 The Coaching Psychologist, Vol. 5, No. 1, June 2009

The British Psychological Society ISSN: 17481104

2. Awfulising events are defined as worse
than bad, e.g. This is awful, really
terrible.
3. Low frustration tolerance (LFT) the
coachee believes that he or she can not
tolerate discomfort or frustration, e.g.
I cant stand it! or I cant bear the
situation any longer. This derivative is
also known as I cant stand it itis.
4. Depreciation or downing of self, others
or life which involves global negative
ratings, e.g. As Ive failed my exams
therefore Im a failure, Hes totally
stupid. This derivative is often referred
to as damnation.
In Rational Coaching the four major irra-
tional or unhelpful types of belief are exam-
ined and disputed. Then rational or helpful
(functional) beliefs are developed which are
flexible, non-absolutist, empirical/realistic,
logical and functional. For example:
1. Non-demanding and preferential, e.g.
Its strongly preferable to perform well
but realistically I dont have to.
2. De-awfulising, e.g. The situation may be
bad but hardly awful or the end of the
world.
3. High Frustration Tolerance, e.g. I dont
like it but I can stand it.
4. Self- or other-acceptance, e.g. If I fail it
does not mean Im a failure. I can still
accept myself. Just because he has acted
stupidly does not make him stupid.
Some theorists include all-or-nothing (all-or-
never) thinking as a fourth derivative, e.g.
Im always going to fail or Hes never on
time. This contrasts with flexible thinking,
e.g. Sometimes I may fail or Occasionally
he arrives late. Ellis and associates (1997)
included this fourth derivative in their book
on stress counselling as so often in their
practice, stressed clients expressed all-or-
nothing and overgeneralised thinking when
discussing their problems.
Consequences and goals: Emotions,
physiological and behavioural
Holding irrational beliefs can lead to
unhelpful and goal-blocking, performance
The Coaching Psychologist, Vol. 5, No. 1, June 2009
Rational coaching: A cognitive behavioural approach
interfering emotional, physiological and
behavioural consequences. For example, the
belief, I must perform well and if I dont it
would be awful, could trigger the emotion of
anxiety prior to a performance related event
such as giving a presentation. With perform-
ance anxiety there are the associated unhelpful
physiological responses such as palpitations,
butterflies in the stomach, dry mouth, sweaty
and clammy hands. Behaviourally there is a
tendency to avoid these situations and once in
the situation, to talk quickly to finish the pres-
entation as soon as possible and escape.
In Rational Coaching often emotional
goals are developed. In this example,
whereas anxiety can be performance inter-
fering, a preferred emotional goal of
coaching could be concern which may be
more goal-focused. Other more functional
alternatives are sadness instead of depres-
sion, annoyance instead of damning anger,
disappointment instead of hurt, regret
instead of shame/embarrassment, remorse
instead of guilt (see Palmer & Burton, 1996;
Ellis et al., 1997, for the taxonomy of nega-
tive emotions). Behavioural goals are devel-
oped, for example, in this case preparing the
presentation and talking steadily without
rushing. A physiological goal could be to
reduce palpitations.
ABCDEF Rational Coaching Model
Rational Coaching is based on the ABCDE
model of emotional management, resilience
and performance developed by Albert Ellis
(1994, 1996). The acronym stands for Acti-
vating event or adversity, Beliefs, Conse-
quences, Disputation and Effective new
approach to the concern or problem.
The example below briefly demonstrates
how the ABCDE model is used for assess-
ment and intervention in Rational
Coaching. In many ways, the approach takes
Platos (360 BC) words in The Republic very
seriously, The beginning is the most impor-
tant part of any work. Careful early assess-
ment helps to elicit the relevant hot
cognitions that are performance interfering,
goal-blocking and stress inducing.
13
Stephen Palmer
A Activating event
Coach: Whats the problem?
Coachee: Undertaking a difficult task.
(Target problem.) Then an initial goal is
developed and noted down.
C Consequences
This is a brief assessment to elicit the key
negative emotion interfering with perform-
ance.
Coach: How do you feel about doing this
task?
Coachee: Anxious.
A Refining the problem or issue using Inference
Chaining
At this stage the coach assesses the critical
aspect of the target problem (known as
Critical A) that the coachee is disturbed
about at C. In this case the coachee is
anxious about doing the task. Assessment is
undertaken by using an advanced technique
known as inference chaining (see Palmer &
Burton, 1996; Palmer, 1997). This technique
will be described in more depth later.
A shortened version of inference chaining is
illustrated below which is often used in brief
coaching or in the first coaching session
instead of the extended version:
Coach: What are you most anxious about
when you imagine undertaking this
difficult task?
Coachee: Not doing a perfect job
(The hypothesised Critical A). The initial
goal may be refined or revised at this
stage by discussion with the coachee. In
this case the goals become: To start the
task; To do an acceptable job.
B Beliefs
The Critical A is used to elicit the key irra-
tional and unhelpful beliefs:
Coach: Now imagine in your minds eye
that you are not doing a perfect job.
Can you imagine it?
Coachee: Yes.
Coach: What thoughts are going through
your mind now?
14
Coachee: I should do a perfect job
(Demand)
Coach: And if you dont?
(Coach asking the question to elicit a
derivative)
Coachee: If I dont do a perfect job then
Im totally useless (Self-downing)
Coach: Do you find that situation
bearable?
(Coach asking the question to elicit
another derivative)
Coachee: No! I cant stand it (LFT)
C Consequences
At this step the coach assesses other conse-
quences, notes them down and the coachee
develops additional relevant goals.
Emotion: Performance Anxiety Goal: feel
concerned.
Physiological: Butterflies in stomach Goal:
feel relatively relaxed.
D Disputation
At the next stage the unhelpful beliefs are
disputed by the coach using empirical,
logical and pragmatic (functional)
questions. Examples of Socratic disputation
of self-depreciation/self-downing beliefs are:
Empirical: Where is the evidence that you
are totally useless if you dont do a
perfect job?
Logical: Is it logical to conclude that if
you dont do a perfect job, therefore you
are totally useless?
Pragmatic (functional): Where is it going
to get you if you carry on believing that if
you dont do a perfect job therefore you
are totally useless?
In addition to questioning, a variety of cogni-
tive, emotive, imaginal and behavioural tech-
niques may have been used to help the
coachee to modify their demanding beliefs
to flexible beliefs, self-downing to self-accept-
ance, awfulising to deawfulising and low frus-
tration tolerance to high frustration
tolerance (see Palmer & Burton, 1996; Ellis
et al., 1997; Neenan & Dryden, 2002). By
tackling performance anxiety and devel-
oping performance concern, the procrasti-
The Coaching Psychologist, Vol. 5, No. 1, June 2009

nating behaviour may be reduced or elimi-
nated. The ABC assessment framework can
be completed as below:
D Disputation and restructuring unhelpful
beliefs
Its strongly preferable to do a good job
but realistically I dont have to.
I can learn to accept myself if I dont do
a perfect job.
Although I dont like it Im living proof
that I can stand making mistakes.
E Effective new approach
Stay focused on immediate task to
achieve goals. Start the task and on
completion reward myself with a large
latte coffee and favourite cake once the
task has been finished.
In Rational Coaching, the interventions
focus on present and future goals and often
coaches will focus on the last part of the
framework as below (Palmer, 2002) so that
coachees can learn to become their own self-
coach:
F Focus remains on personal or work goals and
learning process may enhance future
performance and reduce stress
Focus remains on tackling
procrastination.
Future focus Learns not to rigidly
demand a perfect performance from
self in future situations.
Use of forms in Rational Coaching
In Rational Coaching the coachee is actively
encouraged to become their own self-coach.
As the approach provides an ABCDEF model
and framework, coachees usually find it
useful to complete forms in the coaching
meeting that reflect this framework. This
helps them to use the model outside of the
coaching meeting. Figure 1, overleaf,
demonstrates how the previous example can
be transferred to a five column Performance
2 Palmer & Burton, 1996. Example reproduced with permission.
The Coaching Psychologist, Vol. 5, No. 1, June 2009
Rational coaching: A cognitive behavioural approach
Enhancing Coaching Form. Note that the
form is not completed in an obvious ABCDE
order, but reflects the real order, described
previously as reflected in the actual coaching
meeting. To make this process easier, the
coach or coaching psychologist assists the
coachee to complete the form and this can
be undertaken at the first meeting especially
if brief or time-limited coaching is being
undertaken. It also provides a useful take-
away from the meeting.
Inference chaining
Inference chaining involves chaining
together a set of inferences about a partic-
ular problem or issue to assess what aspect of
the problem the coachee is most concerned
about. Note that an inference is an interpre-
tation which goes beyond observable reality
but gives a personal meaning to it.
Sometimes a mini-inference chain
described in the previous section is insuffi-
cient in eliciting the most Critical A or
aspect of an event. In their management
book, Palmer and Burton (1996) illustrate
how inference chaining can be used to
discover why an employee was encountering
difficulty cold-calling important customers.
During this meeting the inferences are
noted down on a whiteboard. The example
is below (adapted 1996, 6668)2:
Kaye: So youre finding you put off calls to
important clients, and as you know, there
have been a number of complaints.
Ron: Right.
Kaye: We spoke about this problem last week.
It seems that youre still avoiding making the
calls even though you agreed to make them.
Ron: I just seem incapable of making them.
Kaye: Hmm. We need to sort this out. Ive
got an idea how we can get to the root cause
of the problem. Do you want to give it a go?
Ron: OK. Ive got nothing to lose.
Kaye: And perhaps all to gain. Just imagine
for the moment that youre about to tele-
phone an important client. (Kaye pauses for
a few seconds to allow sufficient time for Ron
15
Stephen Palmer

Figure 1: Performance Enhancing Form

2001, Centre for Coaching (reproduced with permission).
Target Problem Performance Emotional/ Performance Effective and
Interfering Behavioural Enhancing New Approach
Thoughts (PITs) Reaction Thoughts (PETs) to Problem
(A) (B) (C) (D) (D)
Undertaking a I should do a Performance Its strongly Stay focused on
difficult task perfect job Anxiety preferable to do immediate task
(Demand). a good job but to achieve goals.
Mini inference Procrastination realistically I
chain: dont have to.
Butterflies in
What are you If I dont do a stomach I can learn to Start the task
most anxious perfect job accept myself if and on
about? then Im totally I dont do a completion
useless perfect job. reward myself
Not doing a
(Self- downing). with a large latte
perfect job
coffee and
I cant stand Although I dont favourite cake
Goals: Start
making mistakes like it Im living once a boring
task;
(LFT). proof that I can bit has been
to do an
stand making finished.
acceptable
mistakes.
job; feel
concerned
instead of
anxious
2009,
S. Palmer

to imagine ringing an important customer.)
How do you feel?
Ron: Anxious.
Kaye: What is anxiety-provoking in your
mind about actually speaking to an impor-
tant customer?
Ron: Well, I suppose Im afraid of bad news.
Kaye: Bad news?
Ron: Yeah maybe theyll say theyve
cancelled their order.
Kaye: Well, lets suppose they have cancelled
the order. Why do you get anxious about
that?
Ron: I get worried that Ill get no more
commission and that would look bad.
Kaye: And if that was true?
Ron: I might lose my job and never get
another good job again!
Kaye: (Kaye now maps out the inference
chain for Ron and refers to the whiteboard.)
OK Ron. I want to recap. Which of these are
you most anxious about:
Speaking to a customer;
Getting bad news;
Being told that they have cancelled an order;
Getting no more commission;
Looking bad;
Losing your job;
Never getting a good job again?
Ron: Its not so much the bad news. And
frankly, its unlikely that Ill lose my job.
I reckon that I really get stressed about
looking bad in front of my colleagues.
Note that in this example the true activating
event or A (from the ABC model) was not
making telephone calls to his customers but

16 The Coaching Psychologist, Vol. 5, No. 1, June 2009


looking bad in front of my colleagues.
Now this becomes the gateway into finding
his self-defeating and irrational thinking.
Kaye helps Ron to focus on the Critical A.
Kaye: Now really imagine that your
colleagues are thinking badly of you.
Ron: No trouble. I remember the last time it
happened.
Kaye: What are you telling yourself?
Ron: I should always do well. They think Im
useless. And if thats true it would be really
awful!
Kaye: As long as you believe that you should
always do well and if you dont they would
think youre useless and it would be really
awful, how will you feel?
(Kaye is hoping to show Ron the disadvan-
tages of holding these self-defeating beliefs
and thereby encouraging him to challenge
them in a later meeting.)
Ron: Anxious.
Kaye: Would it be helpful to look at your
thinking and attempt to deal with your
anxiety?
Ron: Ill give it a go.
Making the BC connection
In the first or second rational coaching
meeting, it is important for the coachee to
understand the connection between the
Beliefs and the Consequences. This is often
known as the BC connection. In the
example above, once Kaye had helped Ron
to elicit the irrational beliefs, she clarified
whether or not he understood the connec-
tion between his beliefs and the conse-
quences:
Kaye: As long as you believe that you should
always do well and if you dont they would
think youre useless and it would be really
awful, how will you feel?
Ron: Anxious.
Kaye: Would it be helpful to look at your
thinking and attempt to deal with your
anxiety?
Ron: Ill give it a go.
It was clear to Kaye that Ron understood the
BC connection. However, if he could not
The Coaching Psychologist, Vol. 5, No. 1, June 2009
Rational coaching: A cognitive behavioural approach
understand the link between the beliefs and
the consequences, then it is likely he would
not see the benefit of or understand the
reason for her later examining and disputing
his performance interfering and stress-
inducing beliefs. If he had not understood this
connection then Kaye would have spent addi-
tional time explaining the link, perhaps using
an illustrative example (see Palmer, 1992).
Often coachees hold an AC theoretical
stance i.e. the Activating Event directly triggers
the Consequences. For example My manager
(A) made me feel guilty (C). If this personal
theoretical AC model is not revised, then the
coachee is unlikely to take responsibility for
how he or she feels and not see the benefits of
modifying their beliefs.
Bibliotherapy (Bibliotraining)
Rational emotive behavioural self-help books
are used to assist the coachee in learning and
applying the basic ABCDEFs of the approach
outside of the coaching meetings. There are
many books based on Albert Ellis approach
that are also suitable as bibliotherapy (some-
times known as bibliotraining) in coaching
settings on a wide range of topics suitable for
both personal and work contexts. For
example, controlling anxiety (Ellis, 2000),
enhancing happiness (Ellis, 1999; Froggatt,
1993), peak performance at work (Dryden &
Gordon, 1993), people problems at work
(Palmer & Burton, 1996), relationships (Ellis
2001; Ellis & Harper, 2004), stress manage-
ment (Palmer & Cooper, 2007), self-accept-
ance and self-esteem (Ellis, 2005; Ellis &
Powers, 2002; Wilding & Palmer, 2006),
taking control (Froggatt, 2006).
Conclusion
This paper illustrated the basic theory and
practice of Rational Coaching. Both Rational
Coaching and Cognitive Behavioural
Coaching are increasing in popularity as
they go beyond behavioural coaching
models and can tackle psychological blocks
to performance. They provide an easy to
understand theory which helps the coachee
to rapidly become their own self-coach.
17
Stephen Palmer

Correspondence
Professor Stephen Palmer PhD Biography: Professor Stephen Palmer PhD is
Centre for Coaching, Founder Director of the Centre for Coaching
156 Westcombe Hill, and the Coaching Psychology Unit at City
London, SE3 7DH, UK. University, London, UK. He is accredited in
Website: www.centreforcoaching.com rational emotive and cognitive behavioural
E-mail: palmer@centresofexpertise.com practice. He has received awards for coaching
psychology, counselling psychology and
rational emotive behavioural practice and he
is a Society for Coaching Psychology Accred-
ited Coaching Psychologist. He is Honorary
President of the Association for Coaching and
Honorary Vice President of the Society for
Coaching Psychology. He is the UK Co-ordi-
nating Editor of the International Coaching
Psychology Review and is Executive Editor of
Coaching: An International Journal of Theory,
Research and Practice. He has written or edited
35 books. He teaches rational, cognitive
behavioural, multimodal and solution
focused approaches to coaching.

18 The Coaching Psychologist, Vol. 5, No. 1, June 2009

 Rational coaching: A cognitive behavioural approach
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